Abstract

In seeking to create a richer learning environment in a junior high art classroom, the author develops a theory of presence. Closely connected to object-centered learning, a theory of presence in the art classroom places value on students being in the presence of, interacting with, and responding to artworks, artists, and other individuals and objects from the visual arts community. The author then describes how curricular plans are influenced by this theory of presence. Using an action research methodology, the author engages in the spiral process of planning, acting, observing, and reflecting on curriculum that explores the possibilities of connecting students with objects, artifacts, and people that privilege physical interaction and presence. Guest artist visits, utilizing a local art museum, and other methods are explored as possibilities for this to be achieved.

Degree

MA

College and Department

Fine Arts and Communications; Art

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-12-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd8227

Keywords

presence, object-centered learning, action research, authentic, guest artist, art museum education

Included in

Art Practice Commons

Share

COinS